LESSON PLAN - Lisa Thornton, Week 3, Tuesday Double Lesson

Learning Area Year Level Lesson Length

HASS - History 8 Double: 105mins
Curriculum content taken from Analysis and use of sources
ACARA The way of life in shogunate Japan, including social, cultural, economic and political features
(including the feudal system and the increasing power of the shogun)(ACDSEH012)
 describing the relationship between the emperor, shogun, daimyo (lords), samurai
(warriors), workers (for example, farmers, artisans and traders)

Learner diversity
Impact for this lesson
Selected adjustments
Stated learning intentions
Success criteria
Introduction
Time spent 5mins
9 students in this class require literacy support of some kind. Extra measures have been put
in place to provide simplified versions of texts or glossaries of key terms to support students.
One student requires me to wear a microphone, which is connected to an earpiece she
wears. This students also has dyslexia and requires any print outs to be on special coloured
paper, in a larger font and the use of a dyslexic font or Comic Sans.
The class also has an EALD student who finds extra examples useful when learning new
concepts or skills.
By the end of this lesson students will understand that the Japanese feudal system is similar
to the European feudal system that they learnt about in term 1. Students will understand
that there is a class system that citizens are born into. They will understand that the social
system is a hierarchy with rules.
Content and sequence Instructional strategies
Lesson overview:
 Recap of feudal system (term 1) Use PowerPoint to show and discuss
 Different social classes overview
 What are the rules
 What is a hierarchy?

Main Content and sequence Instructional strategies

10mins Class discussion: Class discussion: question and

What do you remember about the feudal system answers, discuss each point with
from last term students
Use think, pair, share if students are apprehensive
or struggle to remember information (prompt: think
back to medieval Europe)

Run through examples on PowerPoint: Have PowerPoint with examples

Run through overview of Feudal System
Run through overview of Feudal Japan Expand on board and allow students
Students can refer to Ducksters link on slide for to ask questions.
more information Question students for understanding

10mins Feudal structure of Japan:

Discuss and list social classes on board for student Class discussion
reference Examples on board
Prompt students to guess which order they are
listed on the pyramid: go through as a class (using Info sheet: Feudal Japan Hierarchy -
white board) place on day map for students
Students copy diagram of the social classes (social reference
pyramid) into their workbooks.
Direct students to draw the pyramid
in their books from example
provided on the board

40mins Social groups in feudal Japan:

Students are provided with blank copy of worksheet Worksheets: social groups in feudal
to complete (social group, class, role in society, Japan
interesting information) Info sheet put up on day map (Feudal
Japan Hierarchy)
15mins Military power: learning about the Shoguns

10mins (with discussion time)
15mins
ICT to promote / support
learning
Smart board - PowerPoint
Behaviour support strategies
Assessment and Feedback
Resources (ICT and hard copy)
Contingency plan
if something unexpected
happens
Explicitly explain and then discuss military power
(slide)
Watch ABC Education clip
Students complete follow up questions (on slides)
ABC Education Clip:
Shoguns ABC education clip (4mins)
http://splash.abc.net.au/home#!/me
Follow up questions: dia/1253391/japan-s-shoguns-keep-
Students work in groups to answer 4 questions (on everyone-in-their-places
slides) following ABC Education clip
General capabilities to promote/support learning CCP to promote/ support learning:
Literacy - using specific terminology/vocab
Using countdowns to get attention/quiet
Follow school behaviour policies: warning system and timeout if required
Formative Summative
Feudal structure activity NA
Check for understanding questions
PowerPoint
Teacher notes
Information document (have uploaded to day map, have some printed in case students don’t
have access to technology)
Print out social classes label for sorting activity on the board
If there is no access to internet or ICT hard copy information can be used
Access to white board